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Department of Education
Guidance Document Change: The Model Policies for the Treatment of Transgender Students in Virginia’s Public Schools guidance document was developed in response to House Bill 145 and Senate Bill 161, enacted by the 2020 Virginia General Assembly, which directed the Virginia Department of Education to develop and make available to each school board model policies concerning the treatment of transgender students in public elementary and secondary schools. These guidelines address common issues regarding transgender students in accordance with evidence-based best practices and include information, guidance, procedures, and standards relating to: compliance with applicable nondiscrimination laws; maintenance of a safe and supportive learning environment free from discrimination and harassment for all students; prevention of and response to bullying and harassment; maintenance of student records; identification of students; protection of student privacy and the confidentiality of sensitive information; enforcement of sex-based dress codes; and student participation in sex-specific school activities, events, and use of school facilities.
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1/5/21  5:53 pm
Commenter: Anonymous

Transgender in Schools and Public Spaces
 

Thank you for reading my comment. I want to start with my experience working as a preschool teacher in the afternoons while attending college when I lived in Ogden, Utah, in 1990 or 1991.  

I was a teacher in the three or four year old classroom.  There was a boy who thought he was a girl in the class.  When we asked the girls to line up to go outside or use the restroom, he always got in line. We had to remind him that he is a boy and to get in the boy's line.  He was a good listener and would always get into the boys' line.  

What struck me about this young boy was his lack of desire or inability to play with other children, and he looked confused and emotionally absent.  He was quiet and would sit for hours playing with girl dolls.  Kids play with dolls.  I get this, but this was different.   

I told my supervisor about this, and she was aware of the circumstances.  The boy was being raised by a single Mom, and the Mom did not want a boy, so she decided to raise him as a girl.  I understand now that the Mom had most likely had experienced great trauma, abuse, and rejection in her life most likely by men and that she didn't want to have a boy as this was a reminder of the hurt and abuse she experienced.    

From my experience, it appears our wholeness or brokenness comes from the family life - the parent or parents and their parenting choices and techniques.  

Everyone has the freedom and right do what makes them happy as long as it is does not harm another person.  It seems that Mom was harming her son because she was rejecting him and his behavior showed it.  

Why aren't the parents or guardians being held accountable for parenting choices and techniques that confuse their children?  Is it not neglectful and abuse if a normal functioning child cannot read by third grade, for example?  Why is it not viewed as neglectful and abuse if the child does not know if he is a boy or she is a girl?  Why is the emotional and mental part of a child's well-being being separated from his or her academics?  Why is the entire classroom or school forced to change due to a few's perspective or understanding about what they believe? Aren't we ignoring the rights of whole and natural laws? What harm is being caused by forcing children to accept something that is is confusing?  Does this not cause more and widespread confusion?  These are the first questions we need to ask before accommodating when working with children.  

I ask: "Where is that boy today?  Is he okay?"  I still think about him.  

 

 

 

 

 

 

CommentID: 88433